"The circle of individuals and groups toward whom obligations are owed, to whom rules apply, and whose injuries call for amends."
- From "Accounting for Genocide" by Helen Fein (Free Press, 1979)
אם אין אני לי מי לי? וכשאני לעצמי מה אני? ואם לא עכשיו אימתי? י
פרקי אבות א:יד
If I am not for myself who will be for me? If I am only for myself, what am I? And if not now, when?
-- Pirkei Avot 1:14
Moving beyond ME-WE-THEY
TERM 1: Exploration of Self
אם אין אני לי מי לי?י - If I am not for myself who will be for me?
Theme: We must understand ourselves and where we come from before understanding the communities of which we are a part.
Understanding Identity by Understanding Your Name
Origins & Collective Memory: From where do we come and what are national memories?
The mitzvah of שמירת הבריאות/protection of health and well-being
Major Project: ROOTS & WINGS
TERM 2: Exploration of Universe of Obligation
וכשאני לעצמי מה אני? י - If I am only for myself, what am I?
...Uvimkom she'ein eesh...Pirkei Avot 2:6
In a place where there is no (upstanding) man, try to be an (upstanding) man.
Theme: Part of being a complete human being and fulfilling your complete destiny is realizing that there is more to life that your own needs. We are all part of larger communities and have responsibilities to them.
TERM 3: Taking Action in the Real World
ואם לא עכשיו, אימתי? י
There is no time like the present to take responsibility for ourselves and our communities.
Theme: Our realization that we are part of something bigger than ourselves and our understanding of our obligations to our universe of obligation as we come of age as b'nei mitzvah compel us to act...NOW!
Major Project: MVP (The Mitzvah of Valuing Philanthropy)
T.L.C. Presentation Schedule
During Tikkun Olam 7, students will schedule themselves to make a brief report on their fulfillment of their T.L.C. projects, which were chosen at the end of Grade 6. During the presentations, students should report on the following:
1) What was my mitzvah and why did I choose it?
2) What possibilities did I explore in considering how/where to fulfill my T.L.C. hours?
3) What did I finally choose and what did I do?
4) What did I learn from the experience; what difference did I make; how will I continue to fulfill this mitzvah after T.L.C. is officially over?
If you are doing advocacy for your T.L.C. project, then speak to the teachers about when you should schedule your in-class presentation on your "issue."
DATE
7A STUDENTS
7B STUDENTS
Resources and Information for Weekly Lessons
Lesson 1 - Introduction - Why the Paperclip?
In Tikkun Olam 6, we began and ended one of our units with the the paperclip....
1) What was the "game" we played and what were we supposed to learn from it?
2) Why did the middle school students at Whitwell Middle School in Tenessee choose the paperclip as the symbol for their Holocaust/Combatting Prejudice Program?
3) What was the lesson take away for us from that movie and the reason we are choosing the paperclip as our symbol in class every week?
Lessons 2-4 - Remembering the Importance of Names to One's Identity
Remember your assignment on name meanings from Grade 6 Tikkun Olam? What was the "big idea" of that assignment? Do you remember what your English and Hebrew names mean and why they were chosen?
Rashi on 16:1 ben Yitzhar ben k'hat ben Levi. But it does not mention "son of Jacob", for he sought mercy over his name, that his name would not be mentioned with regard to their dispute, as it says, 'With their congregation do not join my honor' (Gen 49:6). And where is Jacob's name mentioned with reference to Korah? When the lineage is given regarding 'the platform' in the Book of Chronicles, as it says, 'son of Eli'asaf son of Korah son of Yitz'har son of Levi son of Yisra'el.' (I Chronicles 6:22-23)
Hebrew Name Genealogy
Assignment:
Just as with Korah, your full Hebrew name includes the names of your ancestors. So, please collect the Hebrew names of individuals in your direct blood line (your parents, grandparents and great-grandparents) for the creation of your Hebrew Name Genealogy Nameplate. If your family members do not have this information, then just do the best that you can. We will be using this information to create your nameplates in class. It will also be useful for your Roots & Wings projects later this term.
Pirkei Avot 4:13
"...Rabbi Shimon (bar Yohai) said: There are three crowns (which the Torah requires us to honor): The crown of Torah, the crown of Priesthood, and the crown of Kingship. But the crown of a good name surpasses them all."
Lessons 5-6
My Name Lineage (Where Do Names Come From?) & Collective Memory
- Assignment and detailed explanation of the project
- Interview and narrative essay assigned due in three weeks
Lesson 8
- In-class working time
Lesson 9
- In-class working time
Lesson 10
- Peer editing of Narrative Essay and in-class working time
Lesson 11
- Roots & WIngs Due & Peer Evaluation
Lesson 12 - Bridging from Roots & WIngs
Reflection on the Term So Far
We will take time for you to reflect on the following 3 questions. You can write out full answers or just take notes to yourself.
After some time, we will go around the class and each person will share the MOST IMPORTANT idea that emerged from your thinking about these three questions.
1) How did our assignments in Tikkun Olam this term facilitate your coming to a better understanding of yourself and your identity?
2) What are some things that you learned about yourself this term, specifically in connection to this course?
3) Why is this course a core subject of the Grade 7 curriculum?
TEXT 1:
By keeping the body in health and strength, one walks in the ways of God...[Therefore] it is a person's duty to avoid whatever is harmful to the body and to cultivate habits that lead to good health.
-- Rambam/Maimonides
TEXT 2:
According to legend, one day, as the great sage Hillel was leaving class, a student asked,
"Where are you going?"
"To the bathhouse to perform a religious duty, a mitzvah," Hillel answered.
"What religious duty could possibly be fulfilled there?" asked the young man in surprise.
"Bathing, of course," replied Hillel.
"I don't understand," said the student. "Why is bathing a religious duty?"
"As you know," Hillel responded, "cleaning statues that are created in the image of the king is considered an important and distinguished responsibility. How much greater, then, is the obligation to care for the human body, which is created in God's image."
TEXT(S) 3:
Do not take drugs because they demand periodic doses and your heart will crave them.
- Rabbi Shmuel ben Meir
If you are in pain, go to a physician!
- Talmud
TEXT 4:
Before he died, Rabbi Zusya said to his students, "In the world to come, I will not be asked, 'Why weren't you Moses?' I will be asked 'Why weren't you Zusya?' "
- Hasidic Legend, taught by Dr. Martin Buber
TEXT 5:
Do not give yourself over to sorrow or distress yourself deliberately...Envy and anger shorten one's life and anxiety brings premature old age.
- Wisdom of Ben Sirah
TEXT 6:
The Torah tells the story of how God created the first person from
dust and then blew the breath of life, a n'shama, into him. Thus, our tradition teaches that since Creation, every person receives at birth a n'shama, a personal connection with God, a divine spark of holiness that glows inside the body. The ancient Jewish philosopher, Philo of Alexandria, whose writing focused on biblical stories, taught, "The body is the soul's house. Shouldn't we, therefore, take care our house so that it does not fall to ruin?"
Questions to prepare for your presentation of your text to the class
ALL GROUPS 1) Who is the master teacher of this text/What is the dating of this text? When (years and rabbinic period) did this master teacher live?
GROUPS 1, 2, 6 2) What does this text say about the relationship between humanity and God? 3) What is the obligation upon us as human beings that is the consequence of the special relationship between humans and God? 4) According to this text, how does one fulfill the mitzvah of shmirat habriyut?
GROUPS 3, 4, 5 2) What type of health is this text telling us that we must safeguard and protect? 3) Since human beings are made in God's image, does that have an effect on the commandment to safeguard health and well-being? 4) According to this text, how does one fulfill the mitzvah of shmirat habriyut?
Lesson 14 - What does a שמירת הבריאות lifestyle look like? What goals can I set for myself for this year?
You will take on the challenge of writing a letter to yourself with shmirat hab'riyut goals for the rest of the school year. You will write a thoughtful letter to yourself with concrete and practical resolutions and suggestions for yourself. No one will be reading this letter except you! You will stuff your letter into an envelope which we provide for you, seal it, and give it to us to be stored until the last week of school. We will return it to you at that time and you will be given time to read it and think about how well you achieved your goals.
Lesson 15 - Preparation for the M.V.P. Project
What Does JEWISH Adulthood Mean to YOU? A Lesson on אחריות/Responsibility
Lesson 18 - Specific Issues Connected to our Mitzvot - Article Summaries
Presentation of what we learned are the issues connected to our mitzvot of choice through research of articles.
Lesson 19 - Mitzvah Agency Research
Students begin to research agencies that address and solve issues raised by the research conducted last week. Students will need to identify three agencies, gather information over the course of the week and prepare a compare/contrast essay which concludes with their agency of choice for the MVP project. Selection is made based on what was researched and learned through the compare contrast process.
Lesson 21 - Preparing for and Scheduling My Agency Interview & Tour
This week, students bring their Driver Availability Form back to school and call agencies to schedule interviews and tours with a key member of agency personnel. MVP Booklet II page 9 is to be used for the selection of interview questions. Preparation time for the MCTM. Students will sign up for their MCTM slots.
Lesson 22 & 23 - The Persuasive Essay and Preparing for the MCTM
Students will receive instructions for the writing of the Persuasive Essay, which is to be incorporated into the agency tri-fold board and contributed to MVP Booklet III in advance of Allocations Meetings.
This week will be dedicated to final preparations for the MCTM's, which begin next week.
Lesson 25, 26, & 27 - MCTM Presentations
Students will make their 20-minute presentations on behalf of their agencies. Persuasive essays must be turned in on the day of your MCTM.
Lesson 28, 29, 30 - Introduction to and Doing Agency Allocations
Mark Gurvis, Executive Director of Jewish Federation of Greater Vancouver, will come to class and explain "Consensus Building" as a process for allocating funds and introduce us to how JFed does it allocating work as we prepare to embark on ours. We will spend our time during these lessons allocating our funds agency-by-agency. Students will be required to have read all the Persuasive Essays in advance of Allocations meetings to be prepared for the process.
Lesson 31 & 32 - Preparing for the Ceremony of Giving
Students will touch-up tri-fold boards, confirm attendance of the agency representative(s) or receipt of thank you letters/videos for the ceremony. Students will write and practice speeches.
Thursday, June 12th - CEREMONY OF GIVING
Original Vancouver Sun article publicizing our unique program:
רופא חולים - Healing the Sick סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
צדק, צדק תרדוף - Pursing Justice
Because I am A Girl
אהבת ציון - Love of Zion/Israel פקוח נפש - Saving a Life
Canadian Magen David Adom
מתיר אסורים - Overcoming Limitations בל תשחית - Safeguard the Environment/Do Not Waste
סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
צדק, צדק תרדוף - Pursing Justice
Because I am A Girl
בל תשחית - Safeguard the Environment/Do Not Waste
World Wildlife Fund
מתיר אסורים - Overcoming Limitations
רופא חולים - Healing the Sick סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
בל תשחית - Safeguard the Environment/Do Not Waste
סומך נופלים - Supporting Those in Adversity ושננתם לבניך - Teach Your Children Diligently
Room to Read
Ceremony of Giving Preparations:
File Not Found
1) Invitations to Agencies
2) Speech Writing
Introduction: My name is...
Paragraph 1: What the MVP experience means to me. What did I learn? What do I understand? (Universe of obligation, mitzvot...)
Paragraph 2: "I chose _ because..." (do you have a personal connection?) What do they do - go deep? You MUST mention your mitzvah/mitzvot in this paragraph.
Conclusion 1: On behalf of the Grade 7 class, I would like to invite (name and position with the agency) up to the podium to receive the allocation cheque for (name of agency).
Conclusion 2: _(name of agency)_ is not located in Vancouver, so (your contact) is not able to join us today to receive the allocation cheque. S/he sent us (video/letter)___ for today's Ceremony.
Our Understanding:
Our Inspiration:
Universe of Obligation:
"The circle of individuals and groups toward whom obligations are owed, to whom rules apply, and whose injuries call for amends."
- From "Accounting for Genocide" by Helen Fein (Free Press, 1979)אם אין אני לי מי לי? וכשאני לעצמי מה אני? ואם לא עכשיו אימתי? י
פרקי אבות א:יד
If I am not for myself who will be for me? If I am only for myself, what am I? And if not now, when?-- Pirkei Avot 1:14
Moving beyond ME-WE-THEY
TERM 1: Exploration of Self
אם אין אני לי מי לי?י - If I am not for myself who will be for me?
Theme: We must understand ourselves and where we come from before understanding the communities of which we are a part.
Major Project: ROOTS & WINGS
TERM 2: Exploration of Universe of Obligation
וכשאני לעצמי מה אני? י - If I am only for myself, what am I?
...Uvimkom she'ein eesh...Pirkei Avot 2:6
In a place where there is no (upstanding) man, try to be an (upstanding) man.Theme: Part of being a complete human being and fulfilling your complete destiny is realizing that there is more to life that your own needs. We are all part of larger communities and have responsibilities to them.
TERM 3: Taking Action in the Real World
ואם לא עכשיו, אימתי? י
There is no time like the present to take responsibility for ourselves and our communities.Theme: Our realization that we are part of something bigger than ourselves and our understanding of our obligations to our universe of obligation as we come of age as b'nei mitzvah compel us to act...NOW!
Major Project: MVP (The Mitzvah of Valuing Philanthropy)
T.L.C. Presentation Schedule
During Tikkun Olam 7, students will schedule themselves to make a brief report on their fulfillment of their T.L.C. projects, which were chosen at the end of Grade 6. During the presentations, students should report on the following:1) What was my mitzvah and why did I choose it?
2) What possibilities did I explore in considering how/where to fulfill my T.L.C. hours?
3) What did I finally choose and what did I do?
4) What did I learn from the experience; what difference did I make; how will I continue to fulfill this mitzvah after T.L.C. is officially over?
If you are doing advocacy for your T.L.C. project, then speak to the teachers about when you should schedule your in-class
presentation on your "issue."
Resources and Information for Weekly Lessons
Lesson 1 - Introduction - Why the Paperclip?
In Tikkun Olam 6, we began and ended one of our units with the the paperclip....
1) What was the "game" we played and what were we supposed to learn from it?
2) Why did the middle school students at Whitwell Middle School in Tenessee choose the paperclip as the symbol for their Holocaust/Combatting Prejudice Program?
3) What was the lesson take away for us from that movie and the reason we are choosing the paperclip as our symbol in class every week?Lessons 2-4 - Remembering the Importance of Names to One's Identity
Remember your assignment on name meanings from Grade 6 Tikkun Olam?What was the "big idea" of that assignment?
Do you remember what your English and Hebrew names mean and why they were chosen?
NYTimes
How Is The Grave Marker Project connected to the idea of the importance of a person's name?
ben Yitzhar ben k'hat ben Levi. But it does not mention "son of Jacob", for he sought mercy over his name, that his name would not be mentioned with regard to their dispute, as it says, 'With their congregation do not join my honor' (Gen 49:6). And where is Jacob's name mentioned with reference to Korah? When the lineage is given regarding 'the platform' in the Book of Chronicles, as it says, 'son of Eli'asaf son of Korah son of Yitz'har son of Levi son of Yisra'el.' (I Chronicles 6:22-23)
Assignment:
Just as with Korah, your full Hebrew name includes the names of your ancestors. So, please collect the Hebrew names of individuals in your direct blood line (your parents, grandparents and great-grandparents) for the creation of your Hebrew Name Genealogy Nameplate. If your family members do not have this information, then just do the best that you can. We will be using this information to create your nameplates in class. It will also be useful for your Roots & Wings projects later this term.Sample Hebrew Name Genealogy Nameplate:
Genealogy Card Template.doc
- Details
- Download
- 31 KB
"...Rabbi Shimon (bar Yohai) said: There are three crowns (which the Torah requires us to honor): The crown of Torah, the crown of Priesthood, and the crown of Kingship. But the crown of a good name surpasses them all."
Lessons 5-6
My Name Lineage (Where Do Names Come From?) & Collective Memory
Lesson 5
2) Where/with whom does the responsibility for collective memory rest for US - the Jewish people?
Lesson 6
"I Am Jewish" Video/Poem
Lessons 7-11 - Roots & Wings
- Interview and narrative essay assigned due in three weeks
Lesson 12 - Bridging from Roots & WIngs
Reflection on the Term So Far
We will take time for you to reflect on the following 3 questions. You can write out full answers or just take notes to yourself.After some time, we will go around the class and each person will share the MOST IMPORTANT idea that emerged from your thinking about these three questions.
2) What are some things that you learned about yourself this term, specifically in connection to this course?
3) Why is this course a core subject of the Grade 7 curriculum?
Responding to Quotations on the Theme of "Self"
Lessons 13-14 - Sh'mirat Hab'ri'ut Unit
Lesson 13 - שמירת הבריאות Text Study
By keeping the body in health and strength, one walks in the ways of God...[Therefore] it is a person's duty to avoid whatever is harmful to the body and to cultivate habits that lead to good health.
-- Rambam/Maimonides
According to legend, one day, as the great sage Hillel was leaving class, a student asked,
"Where are you going?"
"To the bathhouse to perform a religious duty, a mitzvah," Hillel answered.
"What religious duty could possibly be fulfilled there?" asked the young man in surprise.
"Bathing, of course," replied Hillel.
"I don't understand," said the student. "Why is bathing a religious duty?"
"As you know," Hillel responded, "cleaning statues that are created in the image of the king is considered an important and distinguished responsibility. How much greater, then, is the obligation to care for the human body, which is created in God's image."
Do not take drugs because they demand periodic doses and your heart will crave them.
- Rabbi Shmuel ben Meir
If you are in pain, go to a physician!
- Talmud
Before he died, Rabbi Zusya said to his students, "In the world to come, I will not be asked, 'Why weren't you Moses?' I will be asked 'Why weren't you Zusya?' "
- Hasidic Legend, taught by Dr. Martin Buber
Do not give yourself over to sorrow or distress yourself deliberately...Envy and anger shorten one's life and anxiety brings premature old age.
- Wisdom of Ben Sirah
The Torah tells the story of how God created the first person from
dust and then blew the breath of life, a n'shama, into him. Thus, our tradition teaches that since Creation, every person receives at birth a n'shama, a personal connection with God, a divine spark of holiness that glows inside the body. The ancient Jewish philosopher, Philo of Alexandria, whose writing focused on biblical stories, taught, "The body is the soul's house. Shouldn't we, therefore, take care our house so that it does not fall to ruin?"
Questions to prepare for your presentation of your text to the class
ALL GROUPS1) Who is the master teacher of this text/What is the dating of this text? When (years and rabbinic period) did this master teacher live?
GROUPS 1, 2, 6
2) What does this text say about the relationship between humanity and God?
3) What is the obligation upon us as human beings that is the consequence of the special relationship between humans and God?
4) According to this text, how does one fulfill the mitzvah of shmirat habriyut?
GROUPS 3, 4, 5
2) What type of health is this text telling us that we must safeguard and protect?
3) Since human beings are made in God's image, does that have an effect on the commandment to safeguard health and well-being?
4) According to this text, how does one fulfill the mitzvah of shmirat habriyut?
Lesson 14 - What does a שמירת הבריאות lifestyle look like? What goals can I set for myself for this year?
You will take on the challenge of writing a letter to yourself with shmirat hab'riyut goals for the rest of the school year. You will write a thoughtful letter to yourself with concrete and practical resolutions and suggestions for yourself. No one will be reading this letter except you! You will stuff your letter into an envelope which we provide for you, seal it, and give it to us to be stored until the last week of school. We will return it to you at that time and you will be given time to read it and think about how well you achieved your goals.Lesson 15 - Preparation for the M.V.P. Project
What Does JEWISH Adulthood Mean to YOU? A Lesson on אחריות/Responsibility
Lesson 16 - The ETHICAL COMMANDMENTS in the Torah
Jewish Family Service Agency Publicity Video:
Louis Brier Home and Hospital Solicitation Video:
Jewish Free Loan Association
Magen David Adom - More than An Ambulance Service
Lesson 17 - Student Mitzvah Selections & Presentations
Students present and explain the reasons for their MVP mitzvah of choice for the class.7A Mitzvah & Agency Choices
7B Mitzvah & Agency Choices
7C Mitzvah & Agency Choices
Lesson 18 - Specific Issues Connected to our Mitzvot - Article Summaries
Presentation of what we learned are the issues connected to our mitzvot of choice through research of articles.Lesson 19 - Mitzvah Agency Research
Students begin to research agencies that address and solve issues raised by the research conducted last week. Students will need to identify three agencies, gather information over the course of the week and prepare a compare/contrast essay which concludes with their agency of choice for the MVP project. Selection is made based on what was researched and learned through the compare contrast process.MVP Agencies from Prior Years (Sorted by Mitzvah)
Lesson 20 - Agency Selection Presentations
Lesson 21 - Preparing for and Scheduling My Agency Interview & Tour
This week, students bring their Driver Availability Form back to school and call agencies to schedule interviews and tours with a key member of agency personnel. MVP Booklet II page 9 is to be used for the selection of interview questions. Preparation time for the MCTM. Students will sign up for their MCTM slots.7A MCTM Sign-Up
7B MCTM Sign-Up
7C MCTM Sign-Up
Lesson 22 & 23 - The Persuasive Essay and Preparing for the MCTM
Students will receive instructions for the writing of the Persuasive Essay, which is to be incorporated into the agency tri-fold board and contributed to MVP Booklet III in advance of Allocations Meetings.Persuasive Writing Resources - Sample and Rubric
Class time will be allotted to students gathering and preparing information for the MCTM's.
Choosing Jewish Source Texts for My Mitzvah
Lesson 24 - Last Week Before MCTM's
This week will be dedicated to final preparations for the MCTM's, which begin next week.Lesson 25, 26, & 27 - MCTM Presentations
Students will make their 20-minute presentations on behalf of their agencies. Persuasive essays must be turned in on the day of your MCTM.Lesson 28, 29, 30 - Introduction to and Doing Agency Allocations
Mark Gurvis, Executive Director of Jewish Federation of Greater Vancouver, will come to class and explain "Consensus Building" as a process for allocating funds and introduce us to how JFed does it allocating work as we prepare to embark on ours. We will spend our time during these lessons allocating our funds agency-by-agency. Students will be required to have read all the Persuasive Essays in advance of Allocations meetings to be prepared for the process.Lesson 31 & 32 - Preparing for the Ceremony of Giving
Students will touch-up tri-fold boards, confirm attendance of the agency representative(s) or receipt of thank you letters/videos for the ceremony. Students will write and practice speeches.Thursday, June 12th - CEREMONY OF GIVING
Original Vancouver Sun article publicizing our unique program:
http://www.canada.com/vancouvercourier/news/story.html?id=29991e75-b3b2-4e6b-9fec-6f262c163a1bLINK TO THE MVP FUNDRAISING WEBSITE: https://talmudtorah.myetap.org/fundraiser/MVP2013/
MVP - Agency List 2014
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
צדק, צדק תרדוף - Pursing Justice
Because I am A Girl
אהבת ציון - Love of Zion/Israel
פקוח נפש - Saving a Life
Canadian Magen David Adom
בל תשחית - Safeguard the Environment/Do Not Waste
סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
צדק, צדק תרדוף - Pursing Justice
Because I am A Girl
בל תשחית - Safeguard the Environment/Do Not Waste
World Wildlife Fund
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
רופא חולים - Healing the Sick
סומך נופלים - Supporting Those in Adversity
בל תשחית - Safeguard the Environment/Do Not Waste
סומך נופלים - Supporting Those in Adversity
ושננתם לבניך - Teach Your Children Diligently
Room to Read
Ceremony of Giving Preparations:
File Not Found
1) Invitations to Agencies2) Speech Writing
Introduction: My name is...
Paragraph 1: What the MVP experience means to me. What did I learn? What do I understand? (Universe of obligation, mitzvot...)
Paragraph 2: "I chose _ because..." (do you have a personal connection?) What do they do - go deep? You MUST mention your mitzvah/mitzvot in this paragraph.
Conclusion 1: On behalf of the Grade 7 class, I would like to invite (name and position with the agency) up to the podium to receive the allocation cheque for (name of agency).
Conclusion 2: _(name of agency)_ is not located in Vancouver, so (your contact) is not able to join us today to receive the allocation cheque. S/he sent us (video/letter)___ for today's Ceremony.